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The 'monitorial system' which made such striking progress in
England in the early part of the 19th century, received its foundational inspiration from village schools in south India. Dr. Andrew Bell, whose name is associated with the 'monitorial system', was an Army chaplin in India, and from 1789 to
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The hall was built in rectangles, with windows five feet from the floor, but opening at the top. Desks were placed against walls, and the Master's desk was raised. "Fixing the master thus, deprived him of much of his power; he would do more good in passing from class to class, and teaching." critics
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parallelogram, the length about twice the width. The windows were to be six feet from the floor. The floor should be inclined, rising one foot in twenty from the master's desk to the upper end of the room, where the highest class is situated. The master's desk is on the middle of a platform two to
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which had been published by the
National Society two years after Bell's death, in 1832. "After observing children in a native school, seated on the ground, and writing in the sand, he set a boy, John Frisken, to teach the alphabet on the same principle... Bell was consequently led to extend and
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The basic teaching and learning process used in the
Monitorial System has been used in passing knowledge between people in many cultures because of its low cost to benefit ratio. Numerous institutions use the basic concept as their primary mode of instruction. There have been many observations
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The young teachers were kept to task through registers. Reading, ciphering and religious rehearsals were tracked through the paidometer register. Discipline was held through a 'Black Book', which had entries which were read to the entire school, and the faults were explained in moral terms.
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three feet high, erected at the lower end of the room. Forms and desks, fixed firmly to the ground, occupy the middle of the room, a passage being left between the ends of the forms and the wall, five or six feet broad, where the children form semicircles for reading.
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According to
Gladman, to stimulate effort and reward merit, "Lancaster used Place Taking abundantly. He also had medals and badges of merit... Tickets could be earned too; these had a trifling pecuniary value." Prizes were given "to excess" ceremonially.
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The
Monitorial System was found very useful by 19th-century educators, as it proved to be a cheap way of making primary education more inclusive, thus making it possible to increase the average class size. Joseph Lancaster's motto for his method was
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method that took hold during the early 19th century, because of
Spanish, French, and English colonial education that was imposed into the areas of expansion. This method was also known as "mutual instruction" or the "Bell–Lancaster method" after the
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published a paper claiming
Lancaster's system was antagonistic to the Anglican Church. It was said that the country was soon divided into two camps; speeches, sermons, magazine articles and pamphlets appeared on each side. The
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1796 held the position of superintendent of the Male Orphan Asylum in Madras. It was in the course of his residence here that his attention was directed to the system of pupil teachers that obtained in the Madras
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Bell declared, "There is a faculty, inherent in the mind, of conveying and receiving mutual instruction". In 1796, John
Frisken was 12 years and 8 months old. With assistants, he was in charge of 91 boys.
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Lancaster described his system as to produce a "Christian
Education" and "train children in the practice of such moral habits as are conducive to the welfare of society."
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Despite the many similarities of the two systems, and the initial friendship of
Lancaster and Bell, divisions appeared between their advocates. In 1805,
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Frequent changes of routine aided discipline. A code of command and exact movements also reinforced discipline. Class lists and registers were kept.
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The school was arranged in forms or classes, each consisting of about 36 members of similar proficiency, as classified by reading ability.
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who both independently developed it. The method was based on the abler pupils being used as "helpers" to the teacher (so-called
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Rayman, Ronald (Winter 1981), "Joseph Lancaster's Monitorial System of Instruction and American Indian Education, 1815–1838",
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Children were classified on a dual principle according to their ability in reading and arithmetic.
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The Monitorial System, although widely spread and with many advocates, fell into disfavour with
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Bell's "Madras System" was so named because it originated at the Military Male Orphan Asylum,
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schools (run around temples), and which in essence was also the system in the Bengal
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attend a demonstration of the Bell–Lancaster method in the Piedmont, Italy (1860s).
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School Work Control and Teaching Organisation and Principles of Education
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This article incorporates text from this source, which is in the
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Lancaster specified an ideal classroom (hall) as being a
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